Abstract Background Teacher dashboards can help secondary school teachers manage online learning activities and inform instructional decisions by visualising information about class learning. ...However, when designing teacher dashboards, it is not trivial to choose which information to display, because not all of the vast amount of information retrieved from digital learning environments is useful for teaching. Information elicited from formative assessment (FA), though, is a strong predictor for student performance and can be a useful data source for effective teacher dashboards. Especially in the secondary education context, FA and feedback on FA, have been extensively studied and shown to positively affect student learning outcomes. Moreover, secondary teachers struggle to make sense of the information displayed in dashboards and decide on pedagogical actions, such as providing feedback to students. Objectives To facilitate the provision of feedback for secondary school teachers via a teacher dashboard, this study identifies requirements for designing a Learning Analytics Cockpit (LA Cockpit), that is, (1) a teacher dashboard that provides teachers with visualisations of results from formative assessment (FA) and (2) a feedback system that supports teachers in providing feedback to students. Methods This study was conducted in the context of STEM classes and is based on semi‐structured co‐design interviews with German secondary school teachers. In these interviews, we first explored challenges teachers encountered in monitoring students' learning and providing feedback. Second, in the ideation phase, teachers were asked to define features an LA Cockpit for FA should have. Finally, in the evaluation phase, we provided teachers with a design template for an LA Cockpit, the LAC_Template, which was built upon our previous work and feedback theory, and asked them to evaluate and improve it. Further design requirements were derived based on the evaluation of the LAC_Template and teachers' suggestions for improvement. Results We derived 16 requirements for designing an LA Cockpit for FA in secondary schools. Findings from the interviews indicated that the feedback system of an LA Cockpit should address teachers' time limitations in giving students individualised feedback. It should therefore be designed to minimise the steps required to deliver feedback. To reduce workload, teachers requested an automated reminder to send feedback, but with the ability to adjust feedback to the learning context. Such a semi‐automated feedback system can help teachers support students individually but also underline the importance of actively involving teachers in the feedback loop and giving them control when using such technologies in secondary school practice. A challenge for future teacher dashboard designs could be to find a balance between technology and teacher control that utilises the strengths of both in a beneficial combination.
Lay Description What is already known about this topic Despite the potential of teacher dashboards to aid instruction, their designs often result in teachers struggling to derive insights from dashboards Most teacher dashboards are designed to display student information but not to facilitate the provision of feedback from teachers to students Results from formative assessment (FA) serve as a strong predictor for student performance, making them a valuable data source for teacher dashboards What this paper adds This paper provides guidelines to develop a Learning Analytics Cockpit, functioning as a teacher dashboard with an integrated feedback system for FA A Learning Analytics Cockpit has the potential to mitigate teachers' lack of time in providing individualised feedback to students While automating feedback can reduce workload, teachers prefer active involvement over complete automation. Implications for practice and/or policy We show how teacher dashboards can go beyond just visualising students' information and enhanced to enable the provision of feedback When incorporating automated features into teacher dashboards, it is crucial to actively involve the role of teachers to ensure beneficial cooperation between teachers and technology
This study investigated to what degree lesson-to-lesson variability in teachers' goal clarification and process feedback explains variability in secondary students’ motivational correlates. Students ...(N = 570, 24 classes) completed questionnaires at six occasions. Multilevel regression analyses showed that relations between perceived process feedback and experienced need satisfaction (i.e., competence, autonomy and relatedness) were conditional on perceived goal clarification. No such interaction effects between process feedback and goal clarification were found for need frustration (i.e., experiencing failure, feeling pushed to achieve goals, feeling rejected). In general, when students perceived more process feedback or goal clarification, students experienced more competence, autonomy and relatedness satisfaction. Yet, when perceiving very high levels of process feedback, additional benefits of goal clarification were no longer present (and vice versa). In lessons in which students perceived goals to be less clear, they experienced more need frustration. No associations were found between process feedback and need frustration.
•Lesson-to-lesson variability exists in teachers' provision of goals and feedback.•Lesson-to-lesson variability exists in students' motivational experiences.•More goal clarification and process feedback relates to more need satisfaction.•More goal clarification relates to less need frustration.•Goal clarification and process feedback build on each other's positive effect.
Learning from Errors Metcalfe, Janet
Annual review of psychology,
01/2017, Letnik:
68
Journal Article
Recenzirano
Odprti dostop
Although error avoidance during learning appears to be the rule in American classrooms, laboratory studies suggest that it may be a counterproductive strategy, at least for neurologically typical ...students. Experimental investigations indicate that errorful learning followed by corrective feedback is beneficial to learning. Interestingly, the beneficial effects are particularly salient when individuals strongly believe that their error is correct: Errors committed with high confidence are corrected more readily than low-confidence errors. Corrective feedback, including analysis of the reasoning leading up to the mistake, is crucial. Aside from the direct benefit to learners, teachers gain valuable information from errors, and error tolerance encourages students' active, exploratory, generative engagement. If the goal is optimal performance in high-stakes situations, it may be worthwhile to allow and even encourage students to commit and correct errors while they are in low-stakes learning situations rather than to assiduously avoid errors at all costs.
Past studies identified isolated factors influencing teachers' formative assessment practices (FAP) but did not show a comprehensive model of it. Hence, this study systematically creates and tests a ...theoretical model of FAP by determining whether personal or contextual factors are linked to teachers' FAP. We collected longitudinal data from 296 Hong Kong primary and secondary teachers through two waves of the survey. The results of a multivariate outcome, multilevel analysis showed that personal (teacher rank, years of teaching experience, and self-efficacy) and contextual factors (school support, total number of teachers in a school, and teaching grade) significantly impact teachers’ FAP.
•Person and context factors affect teachers' formative assessment practices (FAP).•Teachers with more self-efficacy reported more FAP.•Teachers in schools with more teachers or more school support reported more FAP.•Teachers with higher rank or less teaching experience reported more FAP.
Driven by the digital revolution and the recognized importance of learner collaboration in language learning, computer-mediated collaborative writing (CW) has been widely implemented in diverse ...classrooms. Despite the fast-growing interest in CW, little research has considered assessment practices in computer-mediated CW. To fill this gap, this study examines the effects of assessment approaches (product-based vs. process-and-product based) on learners’ performance and collaboration dynamics in web-based CW. Eighty-two intermediate tertiary-level learners formed a control and an experimental group. The control group (n = 20 pairs) was introduced to the traditional product-based assessment prior to completing a synchronous CW task, whereas the experimental group (n = 21 pairs) was presented an assessment approach addressing both the collaboration process and product. Drawing upon analyses of dyads’ interaction, revision processes, and the co-constructed texts, the study found that the experimental group produced texts of enhanced fluency, writing quality, and phrasal complexity. Also, they displayed strikingly more collaboration during the task. The study not only provides a practical approach for L2 teachers to assess collaborative writing in the digital age, but also provides findings that underscore the value of the process-and-product based assessment for remedying challenges presented in web-based CW.
Formative assessment is an essential aspect of learning. Facts in the field show that there still needs to be more teachers who conduct formative assessments during the learning process. The ...assessment that carries out assesses the final results of learning through summative. This study aims to analyze the ability of science teachers to design formative assessment instruments in science teaching through the implementation of the participatory training model. The research method used is descriptive research with a quantitative approach. The research subjects were 30 junior high school science teachers in Sumedang Regency. Data collection instruments are formative assessment product sheets made by teachers and questionnaires. Data analysis techniques include data reduction, presentation, and conclusion drawing. The results showed that the ability of teachers to design formative instrument assessments was categorized as good. Teachers can create formative instrument assessments integrated into science learning in a varied manner. Teachers' responses to the strengthening and mentoring
As information and communication (ICT) has grown rapidly, there are many forms of technology provided to support and facilitate the teaching and learning process. Game-based learning these days has ...been growing interest. It is not only purposed for the teaching-learning media but also for the assessing phase. Quizizz is one of game-based learning platforms offering multiple tools to assess the students’ learning progress. It provides Paper-mode quizzes using printable or a quick-response code. In this research, the researcher deals with utilizing Paper-mode Quizizz for formative assessment in English teaching and learning. This research is a case study with qualitative data conducted at SMP SSA Negeri Kloposawit 1 Candipuro involving 41 students from 8A and 8C as the research participants. Further, to obtain the students’ perceptions, the researcher collects the data through interviews. The result indicates that most students show positive perceptiveness in utilizing Paper-mode Quizizz for formative assessment in teaching and learning English. It is stated that Paper-mode Quizizz is easy to use, enjoyable, fun, challenging, and very interesting. The students only show and rotate the answer, and the teacher will scan the code cards to display the real-time results. In addition, this makes students more motivated to have a test using Paper-mode Quizizz. To sum up, Paper-mode Quizizz is an effective-alternative platform to use for formative assessment in English teaching and learning.
This study aimed to examine the application of concept maps as a formative assessment strategy in an effort to improve student learning outcomes in learning coordination systems. The method in this ...research is pre-experimental involved only one experimental class without a control class. The research design used is one group pretest-posttest design. A total of one class of students from class XI Science in one of the high schools in Bandung has been involved as a research subject. The research instruments used include the concept map assessment rubric used by students and teachers when learning activities take place, the concept map assessment sheet to confirm the results of the concept map, and student questionnaire responses, and the pretest and posttest instruments to analyze the effect of the application of concept maps to learning outcomes in the form of mastery of student concepts. Concept map making activities are carried out individually with online learning, each student's concept map results are assessed by the teacher and then given feedback on the concept map. The results showed that there was an increase in the average value of the concept map of students after being given feedback that is equal to 64.05 to 67.91. An increase also occurred in the results of the average pretest and posttest scores after the learning activities were carried out in the amount of 40.61 to 64.39. Student responses to the application of concept maps generally showed 75.80% positive responses. The results also showed that there was an effect of the application of the concept map to student learning in the form of increasing scores in the medium category (N-gain= 0.40).
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